Presentation Quick Writes: Tara and Gabby's Quickwrite: Think back from the start of your teaching career to today: What types of strategies or tools have you used to assess your students’ reading comprehension? What were some that you decided were not useful/ stopped using and why? What are some of the best you use today and why? Allie and Sarah's Quickwrite:
Consider this. Something funny happens to some kids’ brains when they sit down to write an argument essay: They become remarkably prim and proper. Maybe it’s performance anxiety or the stress of writing in academic English, but they say things I know they don’t believe. Something about writing an academic argument induces them to support surprising piggish viewpoints for the sake of an assignment, Ban the wearing of jeans to school? “Yes!” Add a sin tax to sugary sodas? “Please do!” Raise the driving age to twenty-five? “By all means!” It’s rare a teen that automatically advocates for more propriety and fewer freedoms, and yet when I read high school students’ college placement tests, they often sound like a cross between George Will and Michael Bloomberg. I think the problem these kinds of inauthentic responses point to is a lack of engagement with a real audience and rhetorical situation. (Fletcher, Teaching Arguments, p.92).
Do you agree with Fletcher’s claim that that inauthentic responses are a reflection of a lack of engagement with a real audience? Have you experienced similar issues with argumentative writing as a student or instructor? As an instructor, how do you plan for, or prevent these canned responses from occurring?
Quickwrites from Petar and Chase's Presentation:
Think about all of the new approaches to writing and genres we have discussed in summer institute. Based on your experience with various assignments and resources we have learned about in SI, explore how you might modify one of your major essay assignments into an assignment that takes into consideration your students’ exigencies and interests (i.e. different genres and formats like Storify, Blendspace, Photopeach, etc.).
What are your favorite ways to help students navigate through multiple sources/texts? Do you use specific annotation strategies? How do you talk about/work with the actual source (i.e. rhetorical strategy, who the source is, biases, etc.?)
Quickwrite for Lisa and Nicole's Presentation:
1. Listen to or read broadcast, follow our listening/reading strategy, then write to our prompt!
Listening - Reading Strategy: Use the following letters in the margin next to a line you like, want to share, or want to comment on. Feel free to write more than one letter. You may want to share and comment on something. If you write a “C” then write your comment next to it in the margin. Adapt this strategy to what works for you!
L: Like S: Share C: Comment __
Prompt:
Reflect on “Struggle For Smarts? How Eastern And Western Cultures Tackle Learning” (Renee Montagne). What comes to mind when you listen to this? Do you think there is a way to incorporate eastern styles of learning into your own classroom?
Jamie and Carly’s Quickwrite:
Prompt: How do you create opportunities for all of your students to access difficult work? How do you approach hard work and rigor in your classroom?
Consider English Language Learners and students with Special Needs.
Lisa And Gina's Quick Analyze/Quick Write
Quick Analyze—Analyze Your Audience
* Choose a piece of writing you're working on or planning to work on (for the writing project or for some other purpose). Use the circles graphic organizer (back) OR the Questions to Ask about Audience questions (below) to analyze your audience.
Questions to Ask about Audience
Does my audience already know a lot about my topic?
If not, what background information will I need to provide?
Will my audience be motivated to read about my topic?
Why should my audience care about my topic?
What choices will I need to make to tailor my message to audience expectations?
Quick Write—Audience
* QW: What do you do to help students think about audience and choices they'll make for that audience? How has audience awareness shaped form or quality or engagement?
Tara and Gabby's Quickwrite:
Think back from the start of your teaching career to today: What types of strategies or tools have you used to assess your students’ reading comprehension? What were some that you decided were not useful/ stopped using and why? What are some of the best you use today and why?
Allie and Sarah's Quickwrite:
Consider this. Something funny happens to some kids’ brains when they sit down to write an argument essay: They become remarkably prim and proper. Maybe it’s performance anxiety or the stress of writing in academic English, but they say things I know they don’t believe. Something about writing an academic argument induces them to support surprising piggish viewpoints for the sake of an assignment, Ban the wearing of jeans to school? “Yes!” Add a sin tax to sugary sodas? “Please do!” Raise the driving age to twenty-five? “By all means!” It’s rare a teen that automatically advocates for more propriety and fewer freedoms, and yet when I read high school students’ college placement tests, they often sound like a cross between George Will and Michael Bloomberg.
I think the problem these kinds of inauthentic responses point to is a lack of engagement with a real audience and rhetorical situation. (Fletcher, Teaching Arguments, p.92).
Do you agree with Fletcher’s claim that that inauthentic responses are a reflection of a lack of engagement with a real audience? Have you experienced similar issues with argumentative writing as a student or instructor? As an instructor, how do you plan for, or prevent these canned responses from occurring?
Quickwrites from Petar and Chase's Presentation:
Think about all of the new approaches to writing and genres we have discussed in summer institute. Based on your experience with various assignments and resources we have learned about in SI, explore how you might modify one of your major essay assignments into an assignment that takes into consideration your students’ exigencies and interests (i.e. different genres and formats like Storify, Blendspace, Photopeach, etc.).
Quickwrite for Lisa and Nicole's Presentation:
1. Listen to or read broadcast, follow our listening/reading strategy, then write to our prompt!
http://www.npr.org/sections/health-shots/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning
Listening - Reading Strategy: Use the following letters in the margin next to a line you like, want to share, or want to comment on. Feel free to write more than one letter. You may want to share and comment on something. If you write a “C” then write your comment next to it in the margin.
Adapt this strategy to what works for you!
L: Like
S: Share
C: Comment
__
Prompt:
Reflect on “Struggle For Smarts? How Eastern And Western Cultures Tackle Learning” (Renee Montagne). What comes to mind when you listen to this? Do you think there is a way to incorporate eastern styles of learning into your own classroom?Jamie and Carly’s Quickwrite:
Prompt: How do you create opportunities for all of your students to access difficult work? How do you approach hard work and rigor in your classroom?
Consider English Language Learners and students with Special Needs.
Lisa And Gina's Quick Analyze/Quick Write
Quick Analyze—Analyze Your Audience
* Choose a piece of writing you're working on or planning to work on (for the writing project or for some other purpose). Use the circles graphic organizer (back) OR the Questions to Ask about Audience questions (below) to analyze your audience.
Questions to Ask about Audience
Does my audience already know a lot about my topic?
If not, what background information will I need to provide?
Will my audience be motivated to read about my topic?
Why should my audience care about my topic?
What choices will I need to make to tailor my message to audience expectations?
Quick Write—Audience
* QW: What do you do to help students think about audience and choices they'll make for that audience? How has audience awareness shaped form or quality or engagement?